Purpose: Effective educational strategies addressing global climate change can prepare students to think critically and act accordingly on this pressing topic. Methods: We conducted surveys among a sample of undergraduate college students in northern New Jersey in Spring 2024. Data collected included demographic characteristics, climate change information seeking, actual knowledge of climate change impact, emotions, attitudes, and beliefs around climate change, environmental concerns, and planned pro-environmental behaviors. Univariable analyses by level of self-reported knowledge and motivation to be environmentally conscious were conducted. Results: Of 137 eligible students, 64.9% stated having high climate change knowledge. The mean actual knowledge score was 54.0% among those with higher self-reported knowledge and 43.3% (p = 0.013) for those with lower knowledge. Higher motivation to be environmentally conscious was associated with higher actual knowledge, negative emotions about climate change, strong beliefs about individual responsibility to protect the environment and belief that more can still be done to improve the future of climate change. Conclusion: Despite low climate change knowledge among student respondents, motivation to be environmentally conscious was high, which was driven by emotions and attitudes. Educating college students and providing opportunities to gain knowledge and skills can increase advocacy and action for environmental change.
Basch et al. (Wed,) studied this question.